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	<title>Eileen Malick’ Blog</title>
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	<link>http://blog.discoveryeducation.com/emalick</link>
	<description>Eileen Malick is a STAR member of the Discovery Educator Network</description>
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		<title>Optical Storage – Nanotech Differences</title>
		<link>http://blog.discoveryeducation.com/emalick/2010/05/28/optical-storage-%e2%80%93-nanotech-differences/</link>
		<comments>http://blog.discoveryeducation.com/emalick/2010/05/28/optical-storage-%e2%80%93-nanotech-differences/#comments</comments>
		<pubDate>Fri, 28 May 2010 17:40:06 +0000</pubDate>
		<dc:creator>Eileen Malick</dc:creator>
				<category><![CDATA[Computer Science]]></category>
		<category><![CDATA[Information Technology]]></category>
		<category><![CDATA[Nanotechnology]]></category>

		<guid isPermaLink="false">http://blog.discoveryeducation.com/emalick/2010/05/28/optical-storage-%e2%80%93-nanotech-differences/</guid>
		<description><![CDATA[CD-ROM discs, DVD discs, and Blu-ray Discs look the same to the naked eye, but are drastically different when you compare the discs at the sub-microscopic level and explore the laser technologies that read their optical information. When it comes to Optical Storage, there are 3 general types: CD-ROMs (read-only-memory) are commercial grade discs and use [...]]]></description>
			<content:encoded><![CDATA[<p><span style="font-size: 12pt; font-family: 'Times New Roman'"><a href="http://www.google.com/search?hl=en&amp;q=define%3Acd-rom">CD-ROM</a> discs, <a href="http://www.google.com/search?hl=en&amp;q=define%3Advd">DVD</a> discs, and <a href="http://www.google.com/search?hl=en&amp;q=define%3Ablu-ray">Blu-ray </a>Discs look the same to the naked eye, but are drastically different when you compare the discs at the sub-microscopic level and explore the laser technologies that read their optical information. </span><span style="font-size: 12pt; font-family: 'Times New Roman'"><span style="font-size: 12pt">When it comes to <a href="http://www.usbyte.com/common/optical_data_storage_systems.htm">Optical Storage</a>, there are 3 general types:<br />
</span><span style="font-size: 12pt"><strong>CD-ROMs</strong></span><span style="font-size: 12pt"> (read-only-memory) are commercial grade discs and use a metallic data layer. This layer is created using a molding machine that stamps pits (depressions) and lands (flat surfaces) into a polycarbonate substrate base. The metal layer is then applied to the </span><span style="font-size: 12pt">base, creating the data layer. CDs are generally used for data and file storage.<br />
</span><span style="font-size: 12pt"><strong>DVD-ROMs</strong></span><span style="font-size: 12pt"> (read-only-memory) are commercial grade discs and also use a metallic data layer. This layer is created using a molding machine that stamps smaller pits (depressions) and lands (flat surfaces) than CD-ROMs. DVDs are of the same dimensions as compact </span><span style="font-size: 12pt">discs (CDs), but store more than six times as much data. DVDs are mainly used for video and data storage.<br />
</span><span style="font-size: 12pt"><strong><a href="http://www.blu-ray.com/info/">Blu-ray Disc</a> </strong></span><span style="font-size: 12pt">(BD), sometimes called &#8220;Blu-ray,&#8221; is an optical disc storage medium designed to supersede the standard DVD format. Its main uses are for storing high-definition video, PlayStation 3 video games, and other data, with up to 25 GB per single layered, and 50 </span><span style="font-size: 12pt">GB per dual layered disc. The disc has the same physical dimensions as standard DVDs and CDs. </span><span style="font-size: 12pt"></span></span><span style="font-size: 12pt; font-family: 'Times New Roman'"><span style="font-size: 12pt"></span></span><span style="font-size: 12pt; font-family: 'Times New Roman'"><span style="font-size: 12pt"></p>
<p v:shape="_x0000_s1026" class="O"><span style="font-size: 12pt"><strong><a href="http://science.hq.nasa.gov/kids/imagers/ems/visible.html">Light Waves</a></strong></span><span style="font-size: 12pt"> Light is made up of a stream of particles called photons. However, light also </span><span style="font-size: 12pt">behaves like a wave.<br />
</span><span style="font-size: 12pt">The </span><span style="font-size: 12pt"><strong>wavelength of light</strong></span><span style="font-size: 12pt"> is the distance from the crest or trough of one wave to the crest or </span><span style="font-size: 12pt">trough of the next wave.</span><span style="font-size: 12pt"><strong> </strong></span></p>
<p><span style="font-size: 12pt"><strong><a href="http://spaceplace.nasa.gov/en/kids/laser/index.shtml">Lasers</a></strong></span><span style="font-size: 12pt"> A laser is a device that produces a powerful beam of light. Laser light is different than </span><span style="font-size: 12pt">white light. White light is made up of many different wavelengths. Laser light is made up of only </span><span style="font-size: 12pt">one wavelength. As a result, laser light is only one color. Unlike the light waves in white light that </span><span style="font-size: 12pt">spread out, the waves in laser light are all in step .<br />
</span><span style="font-size: 12pt"><a href="http://www.dnr.sc.gov/ael/personals/pjpb/lecture/spectrum.gif" title="Wavelengths of Light">This chart shows </a>that the <a href="http://www.usbyte.com/common/approximate_wavelength.htm">range of wavelengths </a>for each color in the visible spectrum is different. </span><span style="font-size: 12pt">Another thing to note is that the wavelengths for laser light are in </span><span style="font-size: 12pt"><strong><a href="http://www.nanooze.org/english/articles/article4_howbigisananometer.html">Nanometers</a></strong></span><span style="font-size: 12pt">.<br />
</span><span style="font-size: 12pt">Nanometers are a billionth of a meter. </span><span style="font-size: 12pt"><span style="font-size: 12pt">Optical Media is read by lasers being reflected off the pits or bumps of the Disc, creating a digital signal. A wonderful resource for kids talking about Nanotechnology is the <a href="http://www.nanooze.org/">Nanooze!</a> page.<br />
</span><span style="font-size: 12pt">When the reflected signal laser bends away from the sensor the digital signal is OFF (0). </span><span style="font-size: 12pt"></span></span><span style="font-size: 12pt"><span style="font-size: 12pt"></span></span><span style="font-size: 12pt"><span style="font-size: 12pt"></p>
<p v:shape="_x0000_s1026" class="O"><span style="font-size: 12pt">Optical Media is read by lasers being reflected off the pits or bumps of the Disc, creating a </span><span style="font-size: 12pt">digital signal.<br />
</span><span style="font-size: 12pt">When the reflected signal hits the optical pickup (sensor), the digital signal is ON (1).<br />
</span><span style="font-size: 12pt">Each wavelength offers one piece of data to a reflected light in an on/off <a href="http://mathworld.wolfram.com/Binary.html">binary</a> 1/0 type of data. </span></p>
<p v:shape="_x0000_s1026" class="O"><span style="font-size: 12pt">Red has the widest range and the longest wavelengths. The laser diodes used in CD players </span><span style="font-size: 12pt">and CD-R/-RW burners are infrared lasers with a wavelength of 780 nm. </span></p>
<p v:shape="_x0000_s1026" class="O"><span style="font-size: 12pt">A different red laser diode produces the beam needed for the smaller pit sizes of DVDs. In order </span><span style="font-size: 12pt">to decrease pit sizes further to pack more information on a disc, engineers have to move beyond </span><span style="font-size: 12pt">red lasers into the Blue-violet laser range for Blu-ray. This is why Blu-rays cannot be viewed with </span><span style="font-size: 12pt">the same technology as CDs and regular DVDs. </span></p>
<p><span style="font-size: 12pt">Each wavelength offers one piece of data to a reflected light in an on/off binary 1/0 type of data. </span><span style="font-size: 12pt">So the smaller the pit sizes means an increased frequency or an increased amount of pieces of </span><span style="font-size: 12pt">information available on a disc. </span><span style="font-size: 12pt"></span><span style="font-size: 12pt"></span><span style="font-size: 12pt"></p>
<p v:shape="_x0000_s1026" class="O"><span style="font-size: 12pt"><a href="http://www.techterms.com/definition/opticalmedia">Optical Media</a> use the information from lasers reflected in the pits in order to retrieve data. The </span><span style="font-size: 12pt">incredibly small dimensions of the pits make the spiral track on Optical media extremely long. If </span><span style="font-size: 12pt">you could lift the data track off a CD and stretch it out into a straight line, it would be 0.5 microns </span><span style="font-size: 12pt">wide and almost 3.5 miles (5 km) long!<br />
</span><span style="font-size: 12pt">The fundamental job of the Optical Media player is to focus the laser on the track of pits (or </span><span style="font-size: 12pt">bumps since it&#8217;s coming from the opposite side). The pits/bumps reflect light differently than the </span><span style="font-size: 12pt">&#8220;lands&#8221; (the rest of the aluminum layer), and the opto-electronic sensor detects that change in </span><span style="font-size: 12pt">reflectivity. The electronics in the drive interpret the changes in reflectivity in order to read the </span><span style="font-size: 12pt">bits that make up the bytes. </span></p>
<p><span style="font-size: 12pt">The smaller the distance between tracks or the pits, the smaller the wavelength of light required.</span><span style="font-size: 12pt"> <span style="font-size: 12pt">Likewise the smaller the pit, the smaller the wavelength of light required. </span><span style="font-size: 12pt"></span></span><span style="font-size: 12pt"><span style="font-size: 12pt"></span></span><span style="font-size: 12pt"><span style="font-size: 12pt"></p>
<p v:shape="_x0000_s1026" class="O"><span style="font-size: 12pt">The combination of pit sizes, distance between tracks, and wavelength of lasers is why Blu-rays </span><span style="font-size: 12pt">cannot be viewed with the same technology as CDs and regular DVDs. </span></p>
<p></span></span></span></span></span></span></span></p>
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		<title>Visual Observations of the Web</title>
		<link>http://blog.discoveryeducation.com/emalick/2008/12/18/visual-observations-of-the-web/</link>
		<comments>http://blog.discoveryeducation.com/emalick/2008/12/18/visual-observations-of-the-web/#comments</comments>
		<pubDate>Thu, 18 Dec 2008 20:30:40 +0000</pubDate>
		<dc:creator>Eileen Malick</dc:creator>
				<category><![CDATA[Information Technology]]></category>

		<guid isPermaLink="false">http://blog.discoveryeducation.com/emalick/2008/12/18/visual-observations-of-the-web/</guid>
		<description><![CDATA[How is the world feeling or reports worldwide in the past few hours? Jonathan Harris gives a talk about Visual Observations of the Web at TED Talks and describes them as &#8220;Passive Observations.&#8221; The We Feel Fine Project scans the world&#8217;s blogs to collect snapshots and blurbs of writers&#8217; feelings. Diameters of dots are correlated [...]]]></description>
			<content:encoded><![CDATA[<p>How is the world feeling or reports worldwide in the past few hours?<br />
<strong><a target="_blank" href="http://www.ted.com/index.php/speakers/jonathan_harris.html">Jonathan Harris</a></strong> gives a talk about Visual Observations of the Web at TED Talks and describes them as &#8220;Passive Observations.&#8221;<br />
The <strong><a target="_blank" href="http://www.wefeelfine.org/">We Feel Fine Project</a></strong> scans the world&#8217;s blogs to collect snapshots and blurbs of writers&#8217; feelings. Diameters of dots are correlated to the length of feelings. Some dots revels snapshots submitted with this &#8220;passive observation&#8221; of feelings. You can manipulate the metrics to reveal the amount of similar thoughts of a particular location, gender, and even weather.<br />
The <a target="_blank" href="http://universe.daylife.com/"><strong>Universe Project</strong></a> turns current events into constellations of words and pictures. News items instead of feeling are visually observed.<br />
Both sites explain that we possess a deep need to express ourselves and that we have much more in common that we choose to believe we do.</p>
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		<title>The Progression of YouTube</title>
		<link>http://blog.discoveryeducation.com/emalick/2008/07/24/hack-the-code-save-the-world/</link>
		<comments>http://blog.discoveryeducation.com/emalick/2008/07/24/hack-the-code-save-the-world/#comments</comments>
		<pubDate>Fri, 25 Jul 2008 01:30:27 +0000</pubDate>
		<dc:creator>Eileen Malick</dc:creator>
				<category><![CDATA[Information Technology]]></category>

		<guid isPermaLink="false">http://blog.discoveryeducation.com/emalick/2008/07/24/hack-the-code-save-the-world/</guid>
		<description><![CDATA[Title: Progression of the Numa Numa YouTubeDescription: Students learn how a simple music video released by a Former-Russian-Province Boy Band can generate a global exchange of ideas in the form of YouTube Videos. 2003 &#8211; Eastern European Band O-Zone releases a song titled &#8220;Dragostea din Tei&#8221; YouTube link: http://www.youtube.com/watch?v=Mdb0B3Ib2gE 2004 &#8211; 19 year-old Gary Brolsma [...]]]></description>
			<content:encoded><![CDATA[<p><strong>Title</strong>: <strong jQuery1216948365796="129"><span style="color: #ff0036">Progression of the Numa Numa YouTube</span></strong><br jQuery1216948365796="130" /><strong>Description</strong>: Students learn how a simple music video released by a Former-Russian-Province Boy Band can generate a global exchange of ideas in the form of YouTube Videos.</p>
<ul jQuery1216948365796="132">
<li><strong>2003 &#8211; Eastern European Band O-Zone releases a song titled &#8220;Dragostea din Tei&#8221;<br />
YouTube link: <a href="http://www.youtube.com/watch?v=Mdb0B3Ib2gE">http://www.youtube.com/watch?v=Mdb0B3Ib2gE</a></strong></li>
<li><strong>2004 &#8211; 19 year-old Gary Brolsma of New Jersey hears the song and records himself lip-sinching to the lyrics with his new webcam<br />
A Japanese Cartoon Copycat Video is released at this time </strong></li>
<li><strong>December 6, 2004 &#8211; Gary uploads the video to internet video site Newgrounds.com<br />
He calls it the &#8216;Numa Numa Dance&#8217;</strong></li>
<li><strong>January 2005 &#8211; The video is seen by millions of people</strong></li>
<li><strong>2005 &#8211; Video sharing website YouTube launches<br />
Gary&#8217;s Numa Numa Dance Video on TouTube: <a href="http://www.youtube.com/watch?v=60og9gwKh1o">http://www.youtube.com/watch?v=60og9gwKh1o</a></strong></li>
<li><strong>The &#8216;Numa Numa Dance&#8217; inspires thousands of copycat videos&#8230; and is eventually downloaded over 700 million times itself</strong></li>
<li><strong>Chinese Cartoon YouTube Video: <a href="http://www.youtube.com/watch?v=I8skO9d6lg4">http://www.youtube.com/watch?v=I8skO9d6lg4</a></strong></li>
<li><strong>Japanese Dance YouTube Video (yes, that is a man): <a href="http://www.youtube.com/watch?v=ERzTfsFpSaY">http://www.youtube.com/watch?v=ERzTfsFpSaY</a></strong></li>
<li><strong>Chinese Dance Music Video: <a href="http://www.youtube.com/watch?v=jH0sezjtBDo">http://www.youtube.com/watch?v=jH0sezjtBDo</a></strong></li>
<li><strong>Korean Dance Music Video</strong></li>
<li><strong>US Navy Numa Numa Video</strong></li>
<li><strong>Balan &#8211; Sugar Tunes (Numa Numa) Compilation Video:<br />
<a href="http://www.youtube.com/watch?v=r5y4wehtHgw">http://www.youtube.com/watch?v=r5y4wehtHgw</a></strong><br jQuery1216948365796="133" /><strong>Integration</strong>: This evolution of YouTube is  unique way to get students thinking about how IT brings about a global exchange of ideas.<br />
<strong><em>Update</em></strong>: My classes made our own Numa Numa Video for the eInstruction makeover Contest!<br />
<a rel="nofollow" href="http://eimakeover.shycast.com/contestant/372/"><strong><font color="#f6670a">http://eimakeover.shycast.com/contestant/372/</font></strong></a><br />
It was our first video production with mostly borrowed equipment, but my classes had so much fun creating the video!<br jQuery1216948365796="134" /></li>
</ul>
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		<slash:comments>46</slash:comments>
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		<title>Computers Unplugged</title>
		<link>http://blog.discoveryeducation.com/emalick/2008/07/24/computers-unplugged/</link>
		<comments>http://blog.discoveryeducation.com/emalick/2008/07/24/computers-unplugged/#comments</comments>
		<pubDate>Thu, 24 Jul 2008 13:42:42 +0000</pubDate>
		<dc:creator>Eileen Malick</dc:creator>
				<category><![CDATA[Computer Science]]></category>

		<guid isPermaLink="false">http://blog.discoveryeducation.com/emalick/2008/07/24/computers-unplugged/</guid>
		<description><![CDATA[In Wired Magazine July 2008 issue, in an article called &#8220;The Darkest Knight&#8221; Christopher Nolan wanted to latest Batman sequel a realistic feel with as little digital effects as possible. So far the movie is shattering box office records. So is less digital technology better is some cases? As a Computer Programming teacher, life is good [...]]]></description>
			<content:encoded><![CDATA[<p>In <a target="_blank" href="http://www.wired.com/">Wired Magazine </a>July 2008 issue, in an article called &#8220;<a target="_blank" href="http://www.wired.com/entertainment/hollywood/magazine/16-07/ff_darknight">The Darkest Knight</a>&#8221; Christopher Nolan wanted to latest Batman sequel a realistic feel with as little digital effects as possible. So far the movie is shattering box office records.<br />
<em>So is less digital technology better is some cases?<br />
</em>As a Computer Programming teacher, life is good having your own computer lab, until it&#8217;s standardized testing time when the students test online and you are kicked out of your labs for a few weeks.<br />
Here was the challenge: <strong><em>How do you teach about digital technology and computers without having access to a computer?</em><br />
</strong>Welcome to <a target="_blank" href="http://www.csunplugged.org/">Computer Science Unplugged</a>, a FREE resource for Computer Teachers K-12 with activities to teach how computers work without access to computers.<br />
Below is a <strong><a target="_blank" href="http://www.youtube.com/watch?v=b6vHZ95XDwU" title="Binary Numbers Counting Activity">Binary Numbers Activity</a></strong> Unplugged.<br />
Update: The reason why I think most people enjoy the Music Video &#8220;<a target="_blank" href="http://www.youtube.com/watch?v=pv5zWaTEVkI" title="Here It Goes Again by OK Go">Here It Goes Again</a>&#8221; by OK Go is because of it&#8217;s unplugged nature.</p>
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		<slash:comments>10</slash:comments>
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		<title>The Petabyte Age</title>
		<link>http://blog.discoveryeducation.com/emalick/2008/07/23/the-petabyte-age/</link>
		<comments>http://blog.discoveryeducation.com/emalick/2008/07/23/the-petabyte-age/#comments</comments>
		<pubDate>Wed, 23 Jul 2008 18:14:38 +0000</pubDate>
		<dc:creator>Eileen Malick</dc:creator>
				<category><![CDATA[Information Technology]]></category>

		<guid isPermaLink="false">http://blog.discoveryeducation.com/emalick/2008/07/23/the-petabyte-age/</guid>
		<description><![CDATA[There was thought-provoking article in Wired Magazine July 2008 titled &#8220;The End of Science&#8221; and discussed how the massive amounts of data is replacing the need for hypothesis, modeling, and testing. Sensors and Web Databases are stored on almost infinite amounts of storage and can be accessed worldwide. Malick View: If you feel that there [...]]]></description>
			<content:encoded><![CDATA[<p>There was thought-provoking article in <a target="_blank" href="http://www.wired.com/">Wired Magazine </a>July 2008 titled &#8220;<a target="_blank" href="http://www.wired.com/science/discoveries/magazine/16-07/pb_theory">The End of Science</a>&#8221; and discussed how the massive amounts of data is replacing the need for hypothesis, modeling, and testing. Sensors and Web Databases are stored on almost infinite amounts of storage and can be accessed worldwide.</p>
<p><a href="http://blog.discoveryeducation.com/emalick/files/2008/07/pb_visualizing_f1.jpg" title="A visualization of thousands of Wikipedia edits that were made by a single software bot. Each color corresponds to a different page."><img src="http://blog.discoveryeducation.com/emalick/files/2008/07/pb_visualizing_f1.jpg" alt="A visualization of thousands of Wikipedia edits that were made by a single software bot. Each color corresponds to a different page." /></a></p>
<p>Malick View: If you feel that there was &#8220;something in the water&#8221; to create an unusually high-maintenance group of students in your class, there would be no need for hypothesis and experimentation, just go to the water utility company in the area and search which chemicals were found in the drinking water for the life spans of the students in your school region. Correlation instead of theory seems to be such the norm, we are no longer trying to speculate big topics such as Global Warming and how InfoTech is going to make our students productive citizens in the future, because the massive amount of data is currently not available.</p>
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